ywla summer reading 6/7th grade 2018-19 school year€¦ · ywla summer reading 6/7th grade 2018-19...

YWLA Summer Reading

6/7th grade 2018-19 School Year

I would like all 6th and 7th grade students to complete their work via Google

classroom (please see instructions below). If you are unable to do so, you will

need to either print a hard copy, or come by the school for a hard copy of the

assignment.

Questions need to be answered for both books. If there are projects listed, you

must select one project per book.

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Google classroom

Go to classroom.google.com

Add class: 6th grade code: pt9pie8

7th grade code: 6fz9lun

Your sign in at home should include @ students instead of @stu.

Questions or concerns email me at [email protected]

mailto:[email protected]

6th graders 2018-19

Book 1

1. Create a timeline and write about 10-15 boxes for Bryce and Juli showing how

each felt for the other through the story. At one point their feelings flipped.

Make a visual representation of this change. You can draw it out and color it,

make a digital representation or a model.

2. Write a continuation of the story (1 page). Can you imagine what Juli will do

next? Write about it.

3. Depict (draw, illustrate, create) a scene from the book. You can select any

scene you wish. Have fun with it!

DISCUSSION QUESTIONS

DISCUSSION QUESTIONS (pick 5 and answer in paragraph form)

1. Contrast Bryce and Juli’s families. Which family appears to have the stronger

sense of values?

2. How is Juli’s relationship with her father different from Bryce’s relationship

with his father

3. Discuss how Bryce’s father helped shape his view of Juli the first day they met.

4. Explain the following metaphor: “The world is her play-ground, and watch out

below—Juli’s on the slide.”

5. What does this say about Juli’s character? How does Juli have a stronger

sense of purpose than her peers?

6. Discuss Bryce’s relationship with his grandfather. How does his grandfather

see something in Juli that Bryce is unable to see? What does Juli teach Bryce

about his grand-father?

7. Explain what Juli’s father means when he tells her, “A paint-ing is more than

the sum of its parts . . . put them all to-gether and you’ve got magic.”

8. How does Juli finally understand the magic from the top of the sycamore

tree? Discuss Juli’s loneliness and her desire to share the magic with someone.

9. The day that Juli tried to save the tree is the day that her view of things

around her started changing. What are some of the things that she began to

see differently?

10. At what point does Bryce begin to change? Which character has the longest

journey? Which faces the most obstacles?

Book 2

Assignment must be opened in Google classroom (email me if you have

difficulties.)

7th graders 2018-19

Book 1

WRINKLE IN TIME LESSON 1

Chapters 1 – 2

1. What is the setting for the beginning of this story?

A. In the attic of Meg’s house

B. In the Murray house with a storm raging outside

C. At Mrs. Wahtsit’s house during a storm.

2. Why does Mrs. Murray think that Meg and her brother are very smart?

3. What does “sarcastic” mean?

4. Circle the event, which happened first. Mrs. Whatsit comes to their house. Meg and Charles Wallace meet Calvin. The sheets are stolen.

5. Charles Wallace stared at Calvin and seems “to be thinking at him.” Then Charles Wallace mean says to Calvin, “She (Meg) is not really one thing or the other. What does he mean?

6. Meg was feeling like she couldn’t do anything right after a bad day at school. Describe what might make you feel like you can’t do anything right?

A WRINKLE IN TIME LESSON 2 Chapters 3 – 4

1. How does Calvin feel about his family?

2. Underline the qualities about Calvin that Meg compares to her father. Blue eyes Black hair Needs a haircut Handsome

3. What reasons does Mrs. Murray give Meg for her doing so poorly in school, even though she is so bright? A. Meg likes to use shortcuts and gets stuck on the long way.

B. Meg doesn’t like the teachers and she thinks they don’t like her.

C. The school is very old and not very good.

4. What does “essence” mean?

5. How did the flowers help the children? 6. Explain what you think the dark thing is.

A WRINKLE IN TIME LESSON 3 Chapters 5 - 6

1. To what does Meg compare her traveling in space?

A. A dream where she is floating through space

B. A tingling feeling in her arms and legs

C. Nothingness, then being flattened by a stone roller

2. Why couldn’t the children survive at the two-dimensional planet?

3. Why doesn’t Mrs. Murray know the children are gone?

4. Do you think the dark thing surrounds Camazotz? What clues did the author give in the story to support your answer?

5. What seems to be unusual about the people of Camazotz?

6. Describe the most unusual place you have been to.


1. The children decide to go into the main building to get more information. Where did they go?

2. The man on the platform tried to hypnotize the children to belong to it. Underline the methods he tried to use. Getting them to look into his eyes having them recite the multiplication tables something in the food

3. Why can’t Charles Wallace taste the food but Meg and Calvin can?

4. Meg tries to hold out against the brain by reciting different things but in the end her father saves her by doing what?

5. Charles Wallace says that the plan of IT is better than Earth’s because there is no unhappiness, no sickness, and everyone is the same. You need to explain to Charles Wallace why it is better to allow people to be different than to force them to be the dame. What would you say to him?


1. When Meg is finally able to talk, she is very unkind. What reason is given in the story for her behavior?

2. The beasts that found the children and Mr. Murray did not have one of the senses humans have. What didn’t they have?

3. The author gives the readers clues as to how tall the bests are on Ixchel. Which of the following is one of their clues?

A. Calvin had to look up to the beasts when he talked to them.

B. Mr. Murray’s feet didn’t touch the ground when sitting on their bench.

C. The door frames were over ten feet high.

4. Circle the event, which happened first. They all met for breakfast they took tesser away from Camazotz. The beasts take care of Meg and heal her.

5. Meg finally understands that she must return to save Charles Wallace. Why must it be her?

6. Meg has a power stronger than It’s. She has the power of love. Explain why you think love is the most powerful of all.

Project – Select one

1) Learn about tesseracts and create one.

2. Bake a “Galaxy” Cupcake or Cake

These turned out a bit bright

You will need:

White or yellow cake batter (a mix or make it from scratch) food coloring, Optional frosting or frosting ingredients Chocolate cake batter (optional, but it is delicious and makes the cakes/cupcakes darker Edible glitter (also optional)

Cupcake Instructions:

1. Separate the white/yellow batter into 4-5 small bowls 2. Add different food coloring to the bowls with colors you would in space 3. Place paper cupcake cups in the pan, and pour a spoonful from one of the bowls in each

cupcake cup. 4. Pour a spoonful from a different bowl in each cupcake cup. The batter will spread while

you move to the next bowl. Don’t try to center each spoonful. By having the batter randomly

spread around the cupcake, you get bright galaxy-like swirls. 5. Continue to pour from each bowl until you have filled the cupcake cups 2/3 of the way

full. If it seems tidy, then it’s probably going to turn out like a rainbow rather than galaxy

swirls, so gently pull a knife through the batter to slightly blend the colors. 6. Bake according to the directions on the box. 7. Frost as desired (this is where the rainbow glitter comes in).

Galaxy Cake Instructions:

cake before swirling batter and baking

1. Complete the first two steps of the cupcake directions above 2. Pour about 1/4 of one color (if you’re using chocolate, now’s the time for chocolate) in

the center of the pan 3. pour about 1/4 of another color in a random spot on the pan. Continue with random pours

until your pan is 2/3 of the way full. 4. Drag a spoon or butter knife through the batter in the pan gently in a swirling motion (if

you do not do this, the colors will look like stripes)

5. Bake according to the instruction on the box & frost as desired. When you cut the cake it

will look swirly inside. 6. Frost as desired (this is where the rainbow glitter comes in).

Other cooking projects related to the book:

Make cookies and frost them in a galaxy pattern with chocolate, blue and purple frosting Make a liverwurst sandwich (substitute ingredients as needed) Make Mrs. Murray’s laboratory stew (use any stew recipe)

(Enjoy this project at home, but take pictures and create a poster board showing step by step).

3. Build a 2D planet Think about what life would be like on a two dimensional world and about how Meg describes her

accidental visit to the two-dimensional planet. Create a 2D planet. Something to consider when

discussing this with your child is what would the anatomy of a two dimensional being be? We have

digestive, circulatory, and respiratory systems that require 3 dimensions to function, but a 2D being

would not have that depth. How would a two dimensional creature move through space? How would 2D beings interact? How complex could life be in a two dimensional space?

Help your child design and build a two-dimensional planet. Use one or more pieces of construction

paper to create the surface of the planet, people, objects, buildings, and nature. Be creative and don’t

worry about making your planet to scale. It will probably end up looking like a poster of a planet, but

the process of thinking through life in two dimensions should change the output.

4. Make a Book

The main characters The most important events of the story The themes Heroes and villains Several quotes beautifully illustrated Mini biographies for 8 of the Fighters for Good A book showing the life cycle of a star

5. Make a 2D Puppet Video This is a fun project in which kids can learn about storytelling in two dimensions. They will make a

set, characters, and can script a short puppet show. This is easiest done as a puppet interpretation of a

song (as in the video on the link), but some kids might enjoy writing out a script and creating a 2D performance.

Instructions:

1. Using beautiful and simple 2D puppetry. 2. Choose a scene from the books to illustrate on your puppet video screen. 3. Decide what shapes and figures are needed for puppets and scenery. Keep in mind the

simplicity of Joel’s characters and scenery – in one video, they are just shapes. 4. Make your scenery and puppets (flat figures on a stick or strings) 5. Either choose a song or write a short script (2-3 minutes) for your puppet show. 6. The puppet show makes a great live performance or video to share with family far away.

6.Create a Beautiful Map

a snippet from the book Plotted

This is a fun project that can go a few different ways. You can review the important locations of the

book and make a list of details about the locations: Earth, Camazotz, Uriel, Happy Medium’s home,

Ixchel (book only). Some details to consider are dominant colors, natural features/buildings, and

mood for each setting. Discuss how to simplify the location details so that they’re symbolic rather

than exact.

7. Grow Crystals

http://www.caseyburrus.org/wrinkle/prints/review/finalmc-a.pdf

http://www.caseyburrus.org/wrinkle/prints/review/finalmc-a.pdf

BOOK 2

http://nisbah.com/summer_reading/the-outsiders_se_hinton.pdf

pdf book file

The Outsiders is a coming-of-age novel by S. E. Hinton, first published in 1967 by Viking Press. Hinton

was 15 when she started writing the novel, but did most of the work when she was sixteen and a junior

in high school. Hinton was 18 when the book was published. The book follows two rival groups, the

Greasers and the Socs who are divided by their socioeconomic status. The book takes place in Tulsa,

Oklahoma, in 1965, but it is never stated in the book.

Part 1: Anticipation Guide

Anticipation Guide (Resource 1.1) Name: ___________________ Directions: Below are a series of

statements. Circle the response that reflects how you feel about the statement, then explain your

answer using complete sentences.

1. You can tell a lot about a person by how he or she looks.

Strongly Disagree Disagree Agree Strongly Agree

Explain:________________________________________________________________________

_____________________________________________________________________________

2. Being street smart is more important than being book smart.


Explain:________________________________________________________________________

____________________________________________________________________________

3. In spite of outward differences, people want the same things: love, acceptance, and respect.


Explain:________________________________________________________________________

_____________________________________________________________________________

http://nisbah.com/summer_reading/the-outsiders_se_hinton.pdf

4. There is never a good reason to commit murder.


Explain:_______________________________________________________________________

_____________________________________________________________________________

5. You can tell a lot about someone by the clothes he or she wears. Strongly Disagree Disagree

Agree Strongly Agree

Explain:________________________________________________________________________

______________________________________________________________________________

6. People can always change their lives if they really want to.


Explain:________________________________________________________________________

____ _________________________________________________________________________

7. It’s easy to form opinions about people without getting to know them.


Explain:________________________________________________________________________

_____________________________________________________________________________

8. Most people pick friends who have similar interests and backgrounds. Strongly Disagree

Disagree Agree Strongly Agree

Explain:________________________________________________________________________

____ _________________________________________________________________________

9. People from different groups/backgrounds are treated differently in society (in school, while in

public, by the police, etc.).


Explain:________________________________________________________________________

______________________________________________________________________________

10. Loyalty is extremely important between or among friends.


Explain:________________________________________________________________________

____ ________________________________________________________________________

Part 1: Determine the meaning of the slang used.

In the box next to the slang word during this time period write a short definition of the word as it was

used then as slang. You may use the internet.

Greaser Lift

Soc Rumble

Loned it Outfit

Dig Cooler

Hood Broad

Bawl Savvy

Fuzz Half crocked

Rat race Rep

Chips are down Soused

Snooker Reformatory

Cancer stick a gas

Wise cracker Shut your trap

Hood Let’s split

Part 3: The Outsiders Chapter Questions

Directions: Answer each question using the CEE Method (Claim, Evidence, and

Explanation). In this method, each question is a minimum of 3 sentences and evidence

is a direct quote from the text.

Chapter 1 (2 Questions):

1. Name one external conflict that is set up in Chapter 1. Explain the conflict and

use evidence from the text to support your answer.

2. Name one internal conflict that is set up in Chapter 1. Explain the conflict and use

evidence from the text to support your answer.

Chapter 2 (1 Question):

1. Explain what Cherry means when she says “things are rough all over” (page 35).

How does this phrase reflect the importance of perception? Explain your answer.

Chapter 3 (2 Questions):

1. Compare how Cherry and Ponyboy describe the differences between Soc’s and

Greasers on page 38. How does this contribute to the conflict between the two

groups?

2. Ponyboy says, “We saw the same Sunsets.” What does he mean by this

statement?

Chapter 4 – 5 (1 Question):

1. How does Johnny perceive Dally? Why does he see him this way? How does this

differ from how Ponyboy perceives Dally?

Chapter 5 - 6: (2 Questions)

1. What is significant about Ponyboy and Johnny reading the novel, Gone with the

Wind? Who are they saying they are reminded of with this novel?

2. What is Dally afraid will happen to Johnny if he goes to jail? Why is he worried

about this, especially for Johnny?

Chapter 6 - 7 (2 Questions):

1. At the end of the chapter, what does Ponyboy learn about his relationship with

Darry? How did miscommunication play a major role in this conflict?

2. What do the actions of Ponyboy, Johnny, and Dally show us about stereotypes?

What does this prove about stereotyping?


1. Why does Johnny need the gang? Why does the gang need Johnny? Why would

Two Bit say, “we could get along without anybody but Johnny” (pg 123).


1. What does Johnny mean when he tells Ponyboy to stay gold? What is he

referencing? What does it mean? Why would he say it to Ponyboy specifically?


1. How did the description of the boys “post rumble party” differ from what they

actually looked like after the rumble? Describe what they predicated, and how it

actually was? What does this say about violence/fighting?


1. What did Ponyboy realize about Bob in this Chapter? How does he view him and

how does this differ from beliefs about stereotypes?


1. How did Johnny’s letter to Ponyboy affect him? What did it change about his

behavior and /or inspire him to do?

Part 4: PLOT/THEME (select 1)

1) Create 4 bookmarks featuring important events from the book. Decorate each with colored

illustration on the front and a 3-4 sentence description of the event on the back.

2) You will create a Wanted poster for a character from The Outsiders. You will determine from your

notes whether he/she shows acts of loyalty or rivalry in the book.

3) Design a cause and effect concentration game. You may use index cards or any other game cards.

Write causes in one color of cards and their effects on another color of cards. You must have at

least 20 cards and instructions for the game .

4) Imagine that this novel will be made into a movie. Design a movie poster to advertise the movie. It

must include who will star in it, release dates, rating and an illustration of a scene. It must be

colorful and creative!

5) Design a book jacket for the novel. Include an illustration on the front. Include a quote for the back

cover. Write a brief summary and short biography of the author for the inside back cover.

6) Create an illustrated timeline. On a long sheet of paper, label and illustrate 12 important events in

the book.

7) Pretend you are a newspaper editor. Create a 2 page newspaper with headlines, news stories,

advice columns, editorials and advertisements that relate to the time period of the book. Each page

must contain at least 5 items.

8) Make an alphabet book that covers items A-Z. Choose anything from the book to match the letters.

Illustrate it.

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